Tag Archives: male

Wendy Murphy Comes to the University of Virginia

The Office of Civil Rights’ mandated procedures for
investigating sexual assault are tilted heavily against the accused party. The
institution can
hire “neutral fact-finders” who produce the equivalent of a
grand jury presentment, deny the accused an advisor of his choice, add
witnesses that the accused student does not request, forbid the students from
cross-examining his witnesses, and judge the student according to a 50.00001
percent preponderance of evidence standard, an approach that mocks even the
pretense of due process.

It is remarkable, then, that one such accused student at
the University of Virginia was exonerated of the charges brought against him.
Unfortunately, what happened next was unsurprising.

The accuser hired an outside attorney–none other than controversial
victims’ rights lawyer Wendy Murphy–and filed a complaint with the Office of
Civil Rights. Murphy’s argument, as expressed to c-ville.com, comes close to
saying that a failure to convict amounts to an OCR violation. “The preponderance standard is simple,”
she told the newspaper. “When her accusations are deemed credible, and his
denials are not described with the same glowing terminology, she wins.” But
under the UVA system, the investigators (serving as the equivalent of a grand
jury) have the authority to deem an accuser’s claims “credible.”
For the
OCR even to consider such an absurd claim would be highly problematic.

The second disturbing element of this story comes from
the article itself. Penned by Graelyn Brashear, the article often appears as
little more than a press release for Murphy. Even though the accuser publicly
reiterated her allegations through a posting on Murphy’s facebook page–which
Brashear notes, was “widely
circulated among students,” c-ville.com kept her identity secret.

Nor does Brashear
inform her readers about what the UVA procedure actually entails. Beyond
referencing the shift toward a preponderance of evidence standard (which the
reporter comes close to celebrating, describing universities lacking the
standard as “holdout schools,” even as she notes concerns from FIRE and the
AAUP), Brashear doesn’t reveal that accused students can’t have an attorney
cross-examining witnesses, that the university considers the equivalent of a
grand jury or the police as “neutral,” or that the university is willing to
abandon even a circumscribed right to cross examine regarding some witness
statements. Given that most people outside the academy (indeed, most academics)
have little knowledge about the details of campus due process, it seems likely
that readers of Brashear’s article came away with the belief that the campus
judicial system resembles not the Kafka-like system envisioned by the OCR but
instead the Law and Order rules that
most citizens at least somewhat understand.

Most troubling, here’s how
Brashear described Murphy: “Wendy Murphy, an adjunct professor at the New
England School of Law and a frequent media commentator on issues of women’s
rights, has a reputation as a firebrand. ‘I’m an activist with my feet in the
courts,’ she said. Her battle cry is blunt: ‘The law is designed to facilitate
and perpetuate violence against women and children,’ she said.”

Virginia is a member of the ACC, and, of course, Murphy
has some experience with handling allegations of sexual assault at an ACC
school. In the Duke lacrosse case, the ubiquitous media commentator repeatedly
made false statements of fact about the case (nearly 20 of them in 2006 alone)
coupled with myriad unsubstantiated claims and bizarre interpretations of law.
These statements weren’t made in secret–and they received widespread attention,
including from the American Journalism
Review
.

Yet Brashear mentions none of this, and instead treats
Murphy as a wholly credible figure. Imagine, for instance, if the intro
paragraph had at least acknowledged that Murphy had a record of playing fast
and loose with the truth on claims of campus sexual assault: “Wendy Murphy, an adjunct professor at the
New England School of Law and a frequent media commentator on issues of women’s
rights, has a reputation as a firebrand, although in at least one high-profile
campus matter, the Duke lacrosse case, she repeatedly misstated both factual
items and questions of law, always in such a way that favored the accuser in
that case.”

Such a portrayal, it seems,
isn’t what cville.com thinks its readers should receive.

Why Are There Still Preferences for Women?

Using federal statistics, Laura Norén has prepared a series of graphics showing gender distribution among recent recipients of undergraduate, M.A., and Ph.D./professional degrees. The charts are visually striking, especially since all three sets of charts show movement in an identical direction. According to Norén, by 2020, women are projected to earn 61 percent of all M.A. degrees and 58 percent of all B.A. degrees—figures far above the percentage of women in the total population. There’s no indication that this trend will reverse anytime soon.

The Norén chart reminded me of figures revealed in CUNY’s recent faculty “diversity” report. As I previously noted at Minding the Campus, the demographic breakdown of CUNY’s faculty (and there’s no reason to believe that CUNY’s figures differ from those at most major public institutions) has shown a similar progression.

Between 2000 and 2010, the number of women increased from 42 to 47 percent of the all CUNY faculty. (The total had risen five percent in the previous decade, as well.) Because of the nature of tenure—only a small percentage of faculty positions come open every year—a five percent overall gain in a decade suggests disproportionate figures in hiring. And, indeed, that was the case—while the CUNY diversity report only broke down gender-hiring patterns for a couple of years in the decade, in 2005, the most recent year for which data was available, 55.5 percent of the new hires were women. If current patterns hold, women will be the majority of CUNY faculty in 2020 and be nearing the 60 percent mark by 2030.

There’s nothing necessarily troubling with these patterns in and of themselves. Undoubtedly the growing numbers of female students—and female faculty members—in part reflect the broader opening of higher education toward women that has occurred since the 1960s. And in a nation where women form 50.8 percent of the population, a fair-minded campus admissions and hiring process could easily yield majority-female enrollment or hires.

Yet these statistics do raise profound, and troubling questions about the nature of campus race/ethnicity/gender “diversity” programs. If women are the substantial majority of students at all levels, and increasingly emerge as the majority of faculty members, what possible rationale could exist for programs, of any type, that grant gender-based preferences to women? Regarding the student population, at least, and the faculty population in the near future, women are no longer an underrepresented minority. To my knowledge, however, no university anywhere in the country has modified either its admissions or its personnel policies to take into account statistics such as those graphed by Norén.

Take, for instance, the University of Michigan’s affirmative action policies. The policies include such banalities as a requirement that “university publications relating to employment . . . include articles covering the University’s affirmative action programs, including progress reports and employment data on minorities and women. Pictures will include minorities and women.”

But other requirements are more direct. “Special attention will be given,” according the guidelines,“to extending and strengthening efforts to increase the number of women” in faculty positions. “Recruitment practices will focus on creating a feeling[emphasis added] conducive to attracting minorities and women.” And faculty search committees “will utilize methods which are most likely to result in the inclusion of qualified minorities and women in the applicant pool.” Such requirements might once have been needed. But in an academy in which women are moving toward majority status?

Despite all of these policies, moreover, the university preposterously maintains that “Applicants for employment are considered and placed without regard to . . . sex.” And with federal courts clearly in mind, the guidelines add that goals and timetables for hiring more women at Michigan “are not to be construed or used as a quota system.”

There’s nothing particularly unusual about Michigan’s policies, just as there was nothing unusual about CUNY’s faculty hiring data; such patterns are common throughout higher education. And there’s no reason to believe that any statistics will lead to these policies being repealed.

Norén’s chart unintentionally highlights a point made in several of the Fisher briefs: that it’s entirely possible that even outright quotas might lead to a fairer higher education system than our ever-shifting “goals and timetables,” which can easily be shielded from transparency.

“Diversity” and the Gender Gap in Economics

Both Inside Higher Ed and the Chronicle of Higher Education have articles this morning about a new survey of Economics PhDs that finds a dramatic gender gap on policy questions.  Among the findings, women economists are:

  • 20% more likely than men to disagree with the notion that the United States has too much government regulation;
  • 24% more likely than men to believe that the size of the U.S. government is either “too small” or “much too small”;
  • 41% more likely than men to favor a more progressive tax structure.

The Chronicle article is tendentiously titled “Gender Gap in Economics Shows Analyses Aren’t Objective,” but nothing in the article or the survey’s press release linked above supports that conclusion. Do “objective” analyses always agree? Did the 78 male and 65 female economists who responded to the survey receive similar training — for example, did they attend more or less marked-oriented Phd programs in the same numbers? As the Chronicle noted, the survey’s lead author, Ann Mari May, professor of economics at the University of Nebraska, is executive vice president and treasurer of the International Association for Feminist Economists. Is feminist economics objective, or is no economics objective?

According to Prof. May, the results “showed little gender disparity on matters of theory and methodology. But when you get to policy questions in economics,” she said, “then you’re sort of heading into an area where people might have different experiences that lead them to see different things in the data.”

Prof. May is not at all reticent about proclaiming her own conclusions about the lessons her research teaches.

Women accounted for about 35 percent of doctorates in economics awarded by U.S. universities in 2010, up from 27 percent in 2000, Ms. May said. “If we learned anything from this study,” she said, “it’s the importance of making sure that you have diverse viewpoints at the table when you’re debating these things amongst experts.”

That’s a pretty big “if.” If Prof. May is to be believed, for starters, a male might well see “different things” in her data. If it’s true that women economists are nearly 25% more likely than men to believe the size of the U.S. government is “too small” or “much too small,” for example, some would no doubt argue that there are far too many women economists.

If more women economists are needed “at the table” (what table is that, other than the voting booth?) when “these things” are being debated “amongst experts,” then surely economics departments should make concerted (though no doubt “holistic”) efforts to recruit and produce more women PhDs, no? But if “diverse viewpoints” are the goal, why rely on a weak proxy like gender? Why not just recruit and produce by viewpoint quota?

The question of whether or not we (whoever “we” are) need more women economists sitting around the proverbial table, like the question  of the proper size of the U.S. government or the degree of progressivity of the tax code, has no objectively (or should that be “objectively”?) correct answer, and it is nothing more than academic hubris to think that the views of scholarly “experts” who tend these fields deserve special deference on policy questions.

When the questions on the table address policy choices freighted with politics, values, ideology, rather than assigning seats to economists based on gender (or race or ethnicity) I would prefer to have no economists at all.

The White Male Shortage on Campus

animal-house.jpgSoviet ideologues were famous for adjusting Marxism to the zigs and zags of history, but they were pikers compared to today’s campus affirmative-action apparatchiks. The latest installment from university diversicrats is–ready for this–affirmative action for men, not black or Hispanic men, but white men (see here and here and especially here). Allan Bakke, come back, all is forgiven!

More is involved than the usual “fairness” via biological quota. The financial stakes are huge. Compared to women, white men disproportionally gravitate to wealth-generating fields–business, engineering and the sciences. This predilection will be no small matter in a few decades, and universities are justifiably nervous as the pool of future rich donors shrinks vis-a-vis those who majored in French literature.

What explains this male flight? Let me speculate a bit and offer a reason that dare not speak its name in today’s PC climate: universities are increasingly becoming feminized and many men, to use the anti-discrimination vocabulary, loathe a hostile working environment. In a word, males increasingly feel emasculated in today’s universities. Yes, being outnumbered by women may fuel certain male adolescent fantasies, but believe it or not, a young male who visits a school dominated by women will suddenly have second thoughts about predatory opportunities.

Feminization is most apparent in how schools now combat “boyish behavior.” The movie Animal House depicts this behavior perfectly–drunken frat parties, stupid pranks, clumsy intoxicated sexual aggression, coarse scatological language and countless other crude behaviors celebrating adolescent masculinity. It is not that these behaviors are condemned (and we can all agree that extreme versions deserve punishment). Rather, it is the form of the punishment that is anti-male. Miscreants are often social-worked, and for many young males, therapeutic punishment, complete with public confessions of dubious offenses, is a near-death experience. Imagine Bluto (the Animal House “hero” who famously said, “Grab a brew. Don’t cost nothing”) suffering the obligatory freshperson lectures given by a feminist counselor on non-alcoholic alternatives to beer and on the need for informed consent in all “intimate encounters, including same-sex ones.” Not even the mighty Bluto could survive being told that his manliness is merely socially constructed.

Support Services for Hetero Males?

Antagonism toward fraternities is the most visible outcropping of campus feminization. Recall the disastrous faculty-led imbroglio over the Duke Lacrosse team. What happened at Duke could probably happen almost anywhere given today’s faculty.

Further, add the abolition of male-dominated sports such as wrestling, while adding women’s teams, regardless of demand, in sports like rowing, to satisfy Title IX requirements. And don’t forget all the attention lavished on Women Studies Programs, everything from academic majors to expensive conferences and hefty speaker fees. And where are the support services for heterosexual males? Try putting Playboy in a college bookstore or decorating a dorm room with female pin-ups. These problems are almost inconceivable if the magazines in question were Out or the Advocate, two leading male homosexual magazines. Indeed, a student–let alone a Christian group–protesting gay magazines and homoerotic pin-ups would certainly risk being disciplined for impermissible hostility (and those complaining about Playboy may even benefit from this socially sanctioned outrage).

Underlying this public emasculation is a deeper, less visible faculty-led war on maleness that is currently concentrated in the humanities and social sciences but may well spread into the “hard” disciplines. (For the record, “feminine” and “masculine” here do not exactly correspond to biology. This is about psychology not anatomy. I know “male” female academics that drive their female colleagues crazy with their “male” mentality.)

Guys-Hanging-Out.jpgThis difference is about how to find truth. For males (and again keep in mind the non-overlap with biology), truth is discovered as follows. First, it is axiomatic that a single objective truth exists and this drives inquiry. Second, social niceties are subordinated to truth-seeking and uncivil, upsetting behaviors like sarcasm are therefore tolerable. Emotional feelings about what is right or wrong are irrelevant. Thomas Sowell once told me that he would never return to the classroom since he did not want to hear, “I feel….” Indeed, many males relish the verbal jousting and put-downs and these do not undermine personal friendship. Third, not all views are worth hearing and those wasting time will be forcefully and brusquely cut-off. Those able to marshal hard evidence prevail. In a nutshell, male truth-seeking is authoritarian.

By contrast, the feminine approach will stress social etiquette–woe to those who interrupts the speaker with, “there’s no hard evidence for that, so let’s move on.” And unlike a male-dominated discussion, everyone, regardless of background and expertise, is permitted to “share” their views and then is thanked for sharing. Consensus-building is central and those rejecting harmony will be castigated as disruptive. Personal relationship often shape discussions–one never disputes friends even if one sharply disagrees and being attacked, no matter how mild, can destroy a friendship. Needless to say, everybody taking a turn to speak can make for long, rambling meetings.

No Eyeball-Rolling–Niceness Counts

To make this concrete, consider a stereotypical male (a nerdy “John”) in a small liberal arts college enrolled in Economics 101 whose instructor (a knowledge facilitator, not a sage on stage) embodies the feminine approach. John wants to learn economics to become rich. The class begins with the instructor explaining that contemporary statistics-heavy economics is only one way of knowing, and this class will focus on alternatives to conventional knowledge. Moreover, there will be group projects to discover ways of making society more just by equalizing wealth and the group project will count for 50% of the final grade. The first two class periods are spent asking each student to explain what he or she hopes to learn plus their opinions on economic inequality. Nobody is criticized or told to stop talking, regardless of factual errors.

Matters go badly for John. The instructor repeatedly chides him for belittling the ideas of others by rolling his eyes and making facial expressions of disbelief. His insistence on finding a single best possible solution to an economic problem becomes repetitive to the point where the instructor suggests that he seek help at the school’s counseling center to manage his anger. John’s recourse to statistical data is interpreted as just showing off. By the third week is he no longer blurting out “What about trade-offs and opportunity costs?,” since nobody pays attention. He discovers that the Internet offers multiple sites explaining economics, he finds a nerdy on-line discussion group, stops attending class and eventually drops out.

Thanks to his Internet contacts, John joins a small start-up and three years later patents a program to detect lying on the Web. It is widely licensed and John is an instant multi-millionaire. Though rich as Croesus he never sends a nickel to his “alma mater.”

This depiction is, of course, an exaggeration but not by much. And this anti-male atmosphere will probably escalate as fewer and fewer males even apply. Meanwhile, those males who do attend and graduate will probably be ghettoized in such traditionally male fields as business, engineering and the sciences (and one wonders how long these majors will survive outside of major universities).

Reversing this pattern, assuming that gender equality is a problem requiring a solution, will be exceedingly difficult. The traditional affirmative solution of lower admission standards to achieve diversity is politically risky. What judge will rule that today’s complex diverse world economy requires students to learn how to interact with white males?

It is equally hard to imagine universities attracting more white males by making the campus more white-male friendly. Will Deans subsidize a fraternity as a “while-male theme house” or sponsor beer-blast toga parties to achieve a critical mass of white males to lessen their social isolation? (But Brandeis did make a faint attempt to attract more males: it gave free baseball caps to the first 500 males who applied.).

Make no mistake–the numbers are indisputable but the source of the problem is unspeakable. No university wants to admit that sex differences are real and often intractable. Men and women are not interchangeable and as many (but not all) women feel uncomfortable in an uber-macho setting, many males (but not all) similarly reject an environment dominated by female values.

The Chilly World of the Campus Male

male-college-students.jpgMales are keenly aware that when they go to college they are entering a hostile environment. Freshman orientation alone has had a distinctively anti-male cast for years: heavy emphasis on date rape, stalking, unwanted sexual attention, and sexual harassment amount to an unmistakable message that males are patriarchal oppressors and potential sex criminals. The lesson is quickly taught: only women are vulnerable, and men are the cause of their vulnerability. At one elite university, at least, the first thing a female freshman gets from the administration is a whistle to blow in the event that a rape-minded male accosts her. The freshman male is likely to acquire a new feeling about himself: he is the designated potential perpetrator until proven innocent.

Continue reading The Chilly World of the Campus Male

The Feminist War on Fraternities

no means no.jpg

The Pope Center’s Duke Cheston has issued what is essentially a call for the abolition of college fraternities, adding a conservative battle cry to a war which hitherto has been largely waged by liberals: feminists, political correctness-besotted campus administrators, and, lately, the Obama administration’s Education Department. In an essay for the Pope Center’s website he wrote: “For the sake of students…colleges should find a way to drastically change fraternity culture–and soon–or get rid of them.” Cheston argues that fraternities, widely regarded as incubuators of binge drinking and–at least in the minds of some feminists (and, apparently Cheston himself)–a campus culture of rape. Citing an incident in which a college friend had shrugged off an alleged rape committed by one of the friend’s fraternity brothers, Cheston wrote: “joining a fraternity had encouraged my friend to think that rape wasn’t that bad.”

Cheston also links to an op-ed article I wrote in June for the Los Angeles Times in which I decried a “scorched-earth war against college fraternities” that I said threatened the freedom of speech and association, not just of members of Greek societies but of all college students. “Left out of Allen’s analysis, however,” Cheston wrote, “is the question of whether or not fraternities are a net positive influence on students.”

Continue reading The Feminist War on Fraternities

Romance Hinders Women in STEM Courses?

Another day, another bunch of dollars thrown at studies lamenting “the gender gap in science and technology fields.” The most recent comes from the U.S. Dept. of Commerce, Women in STEM: A Gender Gap to Innovation.

From its Executive Summary:

Our science, technology, engineering and math (STEM) workforce is crucial to America’s innovative capacity and global competitiveness. Yet women are vastly underrepresented in STEM jobs and among STEM degree holders despite making up nearly half of the U.S. workforce and half of the college-educated workforce. That leaves an untapped opportunity to expand STEM employment in the United States, even as there is wide agreement that the nation must do more to improve its competitiveness.

Continue reading Romance Hinders Women in STEM Courses?

What Yale’s President Should Have Said about the Frat Boys

By Harvey Silverglate and Kyle Smeallie

dke_partying1015.jpg

The Department of Education is currently investigating Yale University for allegedly maintaining a sexually hostile environment. No one can deny that the New Haven Ivy is in a difficult position. To wit, Yale enacted changes last month to lower the standard of proof in sexual assault cases, and last week, College Dean Mary Miller announced that a fraternity would be banned for five years, a result of an October 2010 incident in which pledges shouted sexually-graphic chants. Yale, by all appearances, is capitulating to federal pressure. It didn’t have to. Here’s how Yale President Richard Levin could have stood tall, on behalf of educators and liberal arts institutions everywhere, in the face of Washington’s unwelcome–and ultimately destructive intrusion.

Dear Assistant Secretary for Civil Rights Russlynn Ali:

Allow me to introduce myself. I am Richard Levin, President of Yale University. I’ve been at the helm of this great institution since 1993, making me currently the longest-tenured president in the Ivy League. As a long-time observer of higher education, and one who has praised its historical autonomy from the public sector, I feel an obligation to express my concern about recent developments from your office.

I’m writing today in response to a Title IX civil rights complaint for gender discrimination that your office has filed against my university, as well as a “Dear Colleague” letter sent by you last month to nearly every college and university,both of which concern the adjudication of sexual harassment allegations in higher education.

Continue reading What Yale’s President Should Have Said about the Frat Boys

The Coming War on Fraternities

Delta Kappa Epsilon–the “Dekes”–whose pledges’ allegedly sexist chant during a hazing ritual at Yale last October so offended campus feminists that the U.S. Department of Education’s civil rights office is now conducting a full-blown investigation of Yale for sexual harassment under Title IX of the federal Civil Rights Act.

They were marched blindfolded through the Old Campus–“No means yes, and yes means anal!” One of the other allegations in the 30-page complaint that triggered the investigation filed by 16 Yale alumni (12 of them women): a “Preseason Scouting Report” e-mail that some Yalies had circulated rating 53 incoming freshman women according to how many beers it would take to have sex with them. The complaint charged that Yale, by failing to respond sufficiently to such outrages, and by failing to respond sufficiently to a 2007 petition by 150 students in Yale’s medical school accusing professors and fellow students of groping, intimidating, verbally abusing them, and raping them failed to “eliminate a hostile sexual environment.” Should Yale be found in violation of Title IX, which forbids sex discrimination by educational institutions, it stands to lose some $500 million annually in federal funds.
 
The whole idea of Yale, these days one of the most politically correct institutions of higher learning in America, maintaining a “hostile sexual environment” seems in itself ludicrous. Indeed, although as of Monday Yale administrators said they had not read the alumni complaint, Yale Dean Mary Miller promptly issued a statement and said, “Yale has a deep commitment to gender equity.” Yet there are two very serious and disturbing issues that the Education Department raises. The first is a free-speech issue. Whether or not the Deke pledges’ chant was funny or, boorish and in poor taste it is not surprising that Yale, whose 1975 Woodward Report codifies broad guarantees of freedom of expression on campus, chose not to discipline the fraternity or any of its members merely for saying things that offended other students. Should the Education Department deem Yale’s failure to punish the pledge chants or the “Preseason Scouting” e-mails a violation of civil rights laws, it will effectively impose a draconian federal speech code upon not only Yale, but all college campuses. Students will have to watch what they say and fear what they write lest some protected group seek severe disciplinary reprisals.

Continue reading The Coming War on Fraternities

Male Market Share and the Distortions of Women’s Studies

gender.bmpHas something finally changed in the sexual politics of academia? For more than a generation the verities of feminist theory and female interests have dominated administration policy, including who gets accepted to college and who graduates.
Anyone who has taken part in academic life for the last thirty years is well aware of the organizational power of women’s studies departments. That power has yielded a tacit veto on initiatives they feel are neither philosophically nor practically in sync with their views. Efforts to study the behavior of men have tended to be smoothly integrated into “men’s studies” which can be harshly but fairly described as a wholly-owned subsidiary of the established women’s industry. For a common example, a review of the current course offerings of the University of Toronto reveals some 40 courses explicitly focused on women and their activities. There are two concerned with men specializing in homosexual and transgendered men.
This is clearly a reason for the growing disenchantment and ineffectiveness of male students which has led to a disproportionate ratio of female to male graduates is at least 40% male to 60% female. From their first day of school, males are less successful than females. Even in nursery school, four of five students expelled are boys (how does anyone get expelled from nursery school?) and the overwhelming number of victims of Ritalin are boys.

Continue reading Male Market Share and the Distortions of Women’s Studies

Does ”Equity” Require Preferential Treatment for Men?

The Chronicle of Higher Education has been running a series of short articles on “What’s The Big Idea?” in which various scholars respond to the question, “What will be the defining idea of the coming decade, and why?” A couple of days ago Linda Kerber, an old friend of mine (at least she was before my participation in EEOC v. Sears, Roebuck and Co., discussed at length here) who is a distinguished historian at the University of Iowa, wrote that the defining idea will be “Equality for Women — Still.”
The recent talk about postfeminism, she writes, “is simultaneously silly and dangerous.”

The half-century struggle to establish equality between men and women remains unresolved. To be sure, much progress has been made when it comes to equal access to education and training, equal pay for equal work (and for work of comparable worth), and equal promotion to leadership positions in all fields. These accomplishments are real, but they are incomplete. Moreover, those accomplishments rely on a definition of equality that is rooted in sameness — same access to opportunities and the same rewards — but it is the less-understood idea of equity that will be most bedeviling and vital during the next decade.
The idea of equity — outcomes that justly and fairly accommodate different situations — for all citizens, men and women, goes to the heart of democratic practice. Equity recognizes, as Justice Ruth Bader Ginsburg phrased it, “a woman’s autonomy to determine her life’s course.” Achieving that goal will require us to adjust, disrupt, and reimagine how men, as well as women, live their lives.

Continue reading Does ”Equity” Require Preferential Treatment for Men?

Feminist Scholar Can’t Condemn Stoning of Muslim Women
(That Would Be Intolerant)

In his impressive recent article in the Chronicle of Higher Education on the formerly banned Muslim scholar Tariq Ramadan’s first appearance in the United States, Peter Schmidt includes one tidbit that I found particularly interesting.

After noting that Ramadan faced a surprising number of critical questions from a Cooper Union audience thought to be overwhelmingly friendly, Schmidt added that Ramadan also

received support for his positions where it was not entirely expected. Such was the case, for example, when the discussion turned to the longstanding controversy over Mr. Ramadan’s refusal to call for an outright ban on the stoning of Muslim women for adultery, and insistence that there should instead by a moratorium on stoning, in general, while Muslims jurists discuss whether it should continue. A fellow panelist, Joan Wallach Scott, a professor of social science at the Institute for Advanced Study, in New Jersey, who identified herself as a feminist, said, “I actually think that his solution to the problem is not a bad one,” because an end to stoning cannot be imposed on the Muslim world by the West.

Professor Scott is considerably more than just “a feminist,” as she coyly described herself. In fact, she personifies the preconceptions and biases of academic women’s studies and is one of the nation’s leading feminist theorists and historians. Just ask her. Her posted biography claims that she

Continue reading Feminist Scholar Can’t Condemn Stoning of Muslim Women
(That Would Be Intolerant)

Duke’s Mixed News

In the past few days, Duke announced resolutions of two disputes that had bedeviled the university. First, in response to a protest from FIRE, the university overruled the Women’s Center’s refusal to host an exhibition sponsored by a Duke pro-life organization. In a perfect irony, announcement of the reversal came from Women’s Center Director Ada Gregory, last heard from hypothesizing about the danger that Duke’s female students face because they go to school with smart male students: “The higher IQ, the more manipulative they are, the more cunning they are . . . imagine the sex offenders we have here at Duke—cream of the crop.”
Then, Duke settled a lawsuit filed by former lacrosse coach Mike Pressler. Pressler was an early victim of Duke’s Alice-in-Wonderland approach to the lacrosse case—he was fired, and only then did the university conduct an investigation of his conduct. (That investigation concluded he had done nothing wrong, and had responded appropriately every time an administrator raised the issue with him of behavior by his players.) Even then, Pressler sued only when—days before AG Roy Cooper declared the falsely accused players innocent—he was attacked, in print, by Duke’s then-director of public relations.
Duke tried to have Pressler’s lawsuit thrown out on technical grounds, but lost that argument—meaning that depositions would have to go forward, and then the case would go to trial. Perhaps the University would have won at trial, perhaps not. But regardless of the verdict, subjecting key Duke administrators to cross-examination under oath would have risked a public relations nightmare for Duke.

Continue reading Duke’s Mixed News

Duke’s Mixed News

In the past few days, Duke announced resolutions of two disputes that had bedeviled the university. First, in response to a protest from FIRE, the university overruled the Women’s Center’s refusal to host an exhibition sponsored by a Duke pro-life organization. In a perfect irony, announcement of the reversal came from Women’s Center Director Ada Gregory, last heard from hypothesizing about the danger that Duke’s female students face because they go to school with smart male students: “The higher IQ, the more manipulative they are, the more cunning they are . . . imagine the sex offenders we have here at Duke—cream of the crop.”
Then, Duke settled a lawsuit filed by former lacrosse coach Mike Pressler. Pressler was an early victim of Duke’s Alice-in-Wonderland approach to the lacrosse case—he was fired, and only then did the university conduct an investigation of his conduct. (That investigation concluded he had done nothing wrong, and had responded appropriately every time an administrator raised the issue with him of behavior by his players.) Even then, Pressler sued only when—days before AG Roy Cooper declared the falsely accused players innocent—he was attacked, in print, by Duke’s then-director of public relations.
Duke tried to have Pressler’s lawsuit thrown out on technical grounds, but lost that argument—meaning that depositions would have to go forward, and then the case would go to trial. Perhaps the University would have won at trial, perhaps not. But regardless of the verdict, subjecting key Duke administrators to cross-examination under oath would have risked a public relations nightmare for Duke.
The settlement of the Pressler lawsuit doubtless previews how the University might handle the far more serious lawsuit that Duke faces—the civil motion filed by 38 members of the 2006 men’s lacrosse team, along with several of their parents.
As in the Pressler lawsuit, Duke has aggressively sought to have the suit dismissed before the discovery phase, employing some creative legal arguments in the process. My favorites: (1) the assertion that the university doesn’t consider itself legally bound by the terms of the Student Handbook, which among other things precludes discrimination; and (2) these “anti-harassment policies must be balanced against principles of academic freedom” (or when race/class/gender professors choose to go after their own students to advance their pedagogical agenda, such actions should fall under the definition of “academic freedom”).
Neither claim, I should note, appear in Duke’s promotional materials or on its admissions department webpage. Apparently Duke isn’t eager to inform prospective parents that the University’s promises that faculty will treat students with respect aren’t worth the scrap of paper on which they’re printed.
Duke’s motion for summary judgment remains pending. If the University loses, it will face a highly unappealing choice—settle before trial; or allow many of its key administrators from 2006 not only to be deposed, but to hand over internal administration e-mails from spring 2006. The public relations damage from such a move would be horrifying for any institution, much less one eager to remain among the nation’s elite.
By the way, I noted there was mixed news for Duke: on the “good news” front, benefiting from a quite easy draw, the men’s basketball team reached the Final Four.

On Women, STEM and Hidden Bias

If only Carole Carrier and her peers felt more aggrieved, the new report released by the American Association of University Women on women in science would make more sense. On the day the AAUW report was released, Carrier, a 34 year-old mechanical engineer who works part-time, was walking down the street in early spring with her 20 month old son, Luke, and her mother, Anita. They were on their way to see the spring flower display in the municipal greenhouse when we all stopped for a neighborly chat. “I’ve never experienced bias,” said Carrier, her pale eyes registering surprise when I described the gist of the report. Standing on the sidewalk, I summarized its main points: that women avoid going into STEM careers (science, technology, engineering and math) because hidden cultural signals have persuaded them that women don’t have what it takes to succeed in those fields. The few women who do buck these stereotypes then tend to abandon their career plans due to implicit gender biases and university science programs that make women feel unwelcome. Hence, a ratio of women in physical science and math that won’t budge past 20 percent, and the title of the report,”Why So Few?”
But Carrier, like many female engineers and scientists I’ve spoken to over the past five years, was frankly puzzled about why anyone might see her as a victim. All along she has felt her choices were entirely her own. She always liked math and was encouraged by her parents, especially her father, who also likes numbers, to study Pure and Applied Science. Then she went into a Forestry program, but she switched out of that because “it was too touchy-feely. It was like, is this environment good for squirrels? I needed to go into something where there’s a right answer.” So she transferred into agricultural engineering, and told me she enjoyed it immensely—the university program, as well as the work that came afterwards. So, what about the AAUW’s conclusion that women avoid studying engineering because role models are scarce, and university programs are hostile to women? “Hostile environment? Not at all. We had excellent professors. Many female professors, too.” There were also many other young women in the program, she said, because students could specialize in food or water treatment and most of the women planned to work in the developing world. Not Carole. “From university I went to work at a cement company because of my love of heavy machinery. They have their own open pit mine, and it was fantastic! I loved every minute of it. I loved the work, and the people there. We worked extremely well together. I started out as a mechanical engineer working on reliability issues, then worked on production, then on machinery output.” The company was good at staff development, offering courses and the opportunity to advance, she added, and she “mixed well” with employees, and was well-liked, especially on the shop floor, where she considered other employees’ real life expertise as instructive as her academic training. She even had an octengenarian male mentor. Hers seemed like an unequivocally happy story, so thin on the ground these days.

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The Misguided Push for STEM Diversity

Sometimes it seems as though the most heavily researched, richly funded area of American science today involves studies of why there aren’t more women in STEM fields (Science, Technology, Engineering and Math) and efforts to induce, recruit, and retain more of them.
In her article for Minding the Campus, Susan Pinker deftly punctures the omissions and evasions of the most recent such study, the AAUW’s “Why So Few?”, pointing out how that study’s predictable bogeymen of “stereotyping” and “unconscious bias” denigrate the choices many women freely make.
There is nothing new about this attempt (dare one call it patronizing?) to deny and denigrate women’s choices. A generation ago, for example, in its spectacularly unsuccessful attempt to hold Sears, Roebuck responsible for the “underrepresentation” of women in such jobs as installing home heating and cooling systems, (EEOC v. Sears, Roebuck and Co. 628 F. Supp. 1264 (1986), 839 F.2d 302 (1988)), the EEOC submitted testimony from an expert witness (Alice Kessler Harris, a prominent women’s historian) that discrimination was the only possible explanation for such “underrepresentation” because “where opportunity has existed, women have never failed to take the job offered…. Failure to find women in so-called non-traditional jobs can thus only be interpreted as a consequence of employers’ discrimination.”

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A Room Of One’s (Rigorously Gender-Neutral) Own

Transgendered Students at Yale are pressing for gender-neutral housing, the Yale Daily News reports. Somehow, Yale, run by a Puritan cabal as it is, has failed to yet provide it, and cites further difficulties in moving forward with such a plan:

Administrators say they remain committed to meeting the needs of their students and have cited Yale’s unusual system of residential colleges as a complicating factor in moving ahead with such a move. But members of Yale’s lesbian, gay, bisexual and transgender community, pointing to what they say is a disturbingly low number of openly transgender students on campus, are pushing the University to do more to make Yale feel welcoming to transgender students. Yale is currently one of only two Ivy League schools not to offer its undergraduates gender-neutral housing, and unless that changes, LGBT community members say, the University will get stuck in a self-perpetuating cycle that will make it difficult attract transgender students.

“It’s not mysterious what trans people want,” said Scott Larson DIV ’09, who is transgender and queer. “They want safety, they want accommodations, and they want to be part of a community that wants them to be there.”

Undoubtedly, transgender students are being furnished with safety, courtesy of the university police and the residential system; they are being given fine accommodations, and the “community” is clearly welcoming. The Daily News reports that (somehow, god knows) “applicants still find the school appealing because of its active queer population and renowned Women’s Gender & Sexuality program.” The Yale Co-op also hosts a “Trans Week” focused on issues of relevance to transgender students. The Dean of Administrative Affairs professed a willingness to work with any students who come forward with issues of concerns about housing. Yet this isn’t nearly enough for the protesting students. Not while, according to one student, gendered housing continues “amplifying oppression.”
Remember, at the modern university “unwelcoming” = “unwilling to provide any and all special requirements a group may desire.”

Review: “Feminists Say The Darndest Things”

Feminists Say The Darndest Things, Mike Adams, Sentinel, February 2008

Mike Adams, Professor of Criminology at the University of North Carolina – Wilmington, is nothing if not a provocateur; few other impulses can explain a book entitled Feminists Say The Darndest Things. Adams, as the title amply demonstrates, has an eristic disposition massively ill-suited for the modern academy; this is why the average reader is fortunate that Adams perseveres in his profession, and writes about it. Feminists Say The Darndest Things is a selection of Adams’ correspondence to colleagues that furnishes an illuminating portrait of pious academic feminism that’s not merely thin-skinned but actively censorious and relentlessly proselytizing.

Adams writes a lot of letters, and given what goes on around him, you can understand why. He wrote to question the tolerance of a colleague who commented, about a faculty candidate: “This guy went to West Point. He may be too conservative to teach here.” He wrote another colleague who stormed out when he questioned allegations of sexual harassment leveled against his department chair. She declared, in response to his comment “I will not sit here and listen to a police interrogation.” He wrote a colleague who believed that a student who lodged a fake rape accusation (to get out of an exam) should suffer no punishment. And those are just the people with whom he works. Missives also go out to the Northern Kentucky University professor who encouraged her students to destroy an anti-abortion display on that campus, and the Duke Professor who resigned from her committee assignments in indignation at the re-admittance of the falsely-accused Duke Lacrosse players.

That’s just a sampling; there are 61 letters in the book (one, to Abigail Adams, presumably went unread). Most aren’t as consequential as the examples I noted above, but point out both a reflexive hostility to criticism on the part of their targets, and a relentless presumption that the academy should reflect their own values in even the most trivial cases. It’s good to see, gathered in one volume, stories from a professor canceling classes to protest the Iraq War and offering extra credit to her students to protest, to Adams’ removal from a faculty senate email list after he complained about political discrimination on the campus (see, Adams was completely wrong!). Stories about the political character of the academy are often dismissed as mere anecdotes; Adams’ dossier makes clear that they’re common responses from an entrenched academic community intensely jealous of any threats to the primacy of their worldview.

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University Of The Absurd

Recently I sat down with a young woman who shared with me the experience of her first year at Thurgood Marshall College, one of the six colleges of the University of California at San Diego. She explained to me that regardless of her major field of study and in order to graduate she was required to take certain “general education” courses, the centerpiece of which is a three-quarter, 16-unit creation called “Dimensions of Culture.” What she had to tell me is a warning to both parents and students.

The Dimensions of Culture program (DOC) is an introductory three-quarter social science sequence that is required of all first year students at Thurgood Marshall College, UCSD. Successful completion of the DOC sequence satisfies the University of California writing requirement. The course is a study in the social construction of individual identity and it surveys a range of social differences and stratifications that shape the nature of human attachment to self, work, community, and a sense of nation. Central to the course objective is the question of how scholars move from knowledge to action. UCSD Course Description

Edgar B. Anderson: So let’s talk about Dimensions of Culture. That’s vague. What’s that mean?

Student: I don’t know. Each quarter, the first quarter is called Diversity, the second quarter is called Justice, and the third quarter is called Imagination. So Diversity is we studied everything about minorities – like women, homosexuals, and then Asians, blacks, Latinos.

Q. So what’s left out – white males?

A. Yeah, pretty much if you’re a white male you’re bad, that’s kind of the joke among all the students.

Q. Women are not even a minority, they’re a majority.

A. But it’s more about the workforce.

Q. Power.

A. Yeah, that’s kind of how they presented it. We didn’t really focus on women that much. It was mainly how Asians have been oppressed in history and how Latinos continue to be oppressed and how blacks continue to be oppressed, all of that.

Continue reading University Of The Absurd

A Major Threat To American Science

Some important articles lose audience because of faulty please-don’t-read-me headlines. Christina Hoff Sommers’s article in The American, “Why Can’t A Woman Be More Like a Man?,” featured today on Minding the Campus, is surely one of these. Sommers, author of Who Stole Feminism?, argues that the “title-nining” of science education now looms as a serious threat. Gender feminists, with the connivance of some university administrators and uncomprehending congressional committees, argue that only “hidden bias” can account for the disparity between women and men in science, thus requiring use of Title IX as an “implacable hammer” to force equity. One of the successful pioneer efforts to combat evidence-free “hidden bias” with evidence-free findings occurred at M.I.T. (See my 2002 column on the disaster here).Title IX evolved into a quota system as Judges and bureaucrats demanded “statistical proportionality” between male and female athletes in schools. Unable to attract women to athletics in the same proportion as men, universities were forced to eliminate male teams to create a dubious equality. The same procedure in science, Sommers argues, would be a national disaster. “There is no question that Title IX has led to men’s participation being calibrated to the level of women’s interest,” Sommers writes. “That kind of calibration could devastate academic science.”

The Worst Course Justification, Ever

Courtesy of the Harvard Crimson, the worst justification for a class I’ve ever seen:

I understand that there are a number of students on this campus who think that FemSex is unnecessary, but what class or organization isn’t? Extracurriculars aren’t built out of necessity; they are created out of desires – to do what we love, to find common ground, to help others. If a student doesn’t like it, she doesn’t have to take it, but the need for it on this campus is no lesser because it’s not for her.

FemSex is unnecessary in the same way as an African-American studies class is unnecessary; it’s easy for us to look at this campus, at our seemingly liberal society and say there are no problems left to fix. It’s easy to say that the solution lies in finding a better boyfriend or just shutting up and learning to live with it. But some people see study and exploration as a stronger way to approach the problem. The more we learn about ourselves and others, the more likely we are to feel happy and safe. And in a world of meaningless drunken hook-ups, perhaps it’s time we started getting more of what we wanted out of sex.

Here Here! All that floundering about the purpose of the modern academy could be cleared up so easily if it simply honed its focus on sex. “FemSex” was a female sexuality class on offer last semester. A prior Crimson op-ed pointed out that eight of the ten class sessions focused on “sexual and/or anatomical exploration.” They’re not even bothering with theoretical trappings for hedonism anymore.
Finally, take a look at the close:

We are all consistently changing throughout college, and Harvard is not always the most warm and supportive place to do so. Now, as a senior (dear God), I would describe my overall experience at Harvard as a positive one. I love the friends I have made and the extracurriculars I have taken part in, but I have found no place where I have felt more welcome, respected, safe, and open than I have in FemSex. Why anyone would want to deny another student of that is beyond me.

From Veritas to “Warm and Supported.”